The purpose of this study was to investigate the effects of classroom instruction about questioning skills on students' question-asking behaviors, as well as to inquire about student reactions to being taught "process" in a "content" course. Two sophomore college literature classes were involved as experimental and control groups in the study. The experimental group participated in instruction in question-asking concerns and skills based on the six categories of Bloom's "Taxonomy of Educational Objectives: Cognitive Domain" during eight class meetings. Although the questions that the groups asked were quite dissimilar prior to the questioning instruction, proportionately equivalent numbers of students in both groups wrote similar kinds of questions following the experimental questioning instruction. Most students tended to compose "analysis" and "comprehension" questions. Orally, the teacher asked most of the questions in both groups, but the experimental group asked 69 percent of their questions at higher cognitive levels, compared to 22 percent for the control group. In response to a questionnaire, no students disapproved of the question instruction. A majority of the students believed that they had learned from the instruction and that it had benefited them in the literature course. (Author/TS)